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Overconfidence effects and learning motivation refreshing BLS: An observational questionnaire study.

Stefan Bushuven1,2,3,4, Joachim Bansbach1, Michael Bentele5,4

  • 1Department of Anesthesiology and Critical Care, Medical Center - University of Freiburg, Faculty of Medicine, University of Freiburg, Germany.

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Overconfidence in basic life support skills impacts healthcare professionals' motivation to learn. This study identified distinct learning motivation groups, highlighting the need to address overconfidence for effective training.

Keywords:
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Area of Science:

  • Medical Education
  • Healthcare Professional Training
  • Resuscitation Science

Background:

  • Maintaining competence in basic life support (BLS) requires regular refresher courses.
  • Learning motivation for BLS training is influenced by factors like overconfidence and clinical tribalism.
  • Overconfidence can lead to a reduced perceived need for further training.

Purpose of the Study:

  • To investigate the impact of overconfidence in basic life support competencies on learning motivation among healthcare professionals.
  • To identify different learning motivation profiles in relation to self-assessed BLS competence.

Main Methods:

  • A cross-sectional, observational, multicenter online survey was conducted with 407 healthcare professionals in Germany.
  • Validated psychometric tests assessed overconfidence and clinical tribalism.
  • Knowledge and attitudes regarding international BLS guidelines were evaluated.

Main Results:

  • Overconfidence and clinical tribalism were prevalent across physicians, nurses, and emergency medical service providers.
  • Cluster analysis revealed three learning motivation groups: "experts" (confident, motivated), "recruitables" (overconfident, motivated), and "unawares" (overconfident, unmotivated).
  • These motivation types were observed across all professional groups, regardless of experience or education.

Conclusions:

  • Overconfidence significantly affects learning motivation in basic life support training.
  • Understanding these different motivation types is crucial for tailoring effective BLS educational strategies.
  • Even BLS instructors exhibit overconfidence, underscoring the universal challenge in maintaining optimal learning motivation.